Critical Pedagogy in EFL College Writing Instruction in China: An Untested Feasibility （大學英語寫作教學與批判教育學）（簡體書）

作者分析在內、外因素影響下的大學英語寫作教學的現狀，并通過剖析大學英語四級考試樣文，揭示在大學英語寫作中帶有普遍性的問題——“自我缺位”（1ack of self identity）。作者倡導巴西教育哲學家弗萊雷的批判教育學（critical pedagogy），指出目前我國大學英語寫作教學的模式是弗萊雷批判的“銀行儲蓄式教育”（banking model of education）模式，提出：在大學英語寫作教學中，應該提倡弗萊雷所倡導的“提問式教育”（problem—posing model of education）。其突出特點是對話式教學和 批判意識，即：通過師生對話，激發學生的“自我”意識，使他們認識到自己是創造知識的主體，從被動地接受教師傳授的知識，轉變為積極地參與師生對話；通過自己的觀察、體驗、調研、分析和判斷來質疑已有知識，并學會用自己的語言表達自己的想法，從而形成批判的技能，成為具有批判意識的作者（critical writer）。

Chapter 1 Introduction
Prelude
1.1 Overview
1.2 Theoretical Framework
1.3 Methodology
1.4 Purpose of the Study
1.5 Overview of Chapters
Chapter 2 External English Linguistic Imperialism
2.1 Globalization of English
2.1.1 English linguistic imperialism
2.1.2 The ideological feature of English
2.2 Historical Revelation of Ideology in EFL in China
2.2.1 Phase one: 1862-1918
2.2.2 Phase two: 1919-1949
2.2.3 Phase three: 1950-1976
2.2.4 Phase four: 1977-1990
2.2.5 Phase five: 1991-2007
Chapter 3 Internal Institutional Imposition and Teacher Authority
3.1 Institutional Imposition: A National College English Syllabus and a Standardized English Test
3.1.1 A national college English syllabus
3.1.2 A national standardized English test
3.1.3 English for nation building and personal educational, and professional promotion
3.1.4 English for meritocracy
3.2 Teacher Authority: Implementing Institutional Imposition of English-
3.2.1 Pedagogies in college EFL writing instruction in China
3.2.1.1 Grammar-based approach
3.2.1.2 Functional/Current-traditional approach
3.2.1.3 Genre-based approach
3.2.2 EFL writing instruction: Pragmatic rather than ideological
Chapter 4 Lack of Writers Self-Identity
4.1 Method
4.2 Findings
4.3 Analyses
4.3.1 The Confucian self
4.3.1.1 A selfless self
4.3.1.2 A relational self
4.3.1.3 A ritual self
4.3.1.4 Self as a form of the Way (dao)
4.3.2 Mao Zedongs self
4.3.3 Post-Mao Zedongs self
4.4 Discussion
Chapter 5 Creating a Critical Writer Identity in EFL College Writing in China
5.1 Critical Pedagogy
5.1.1 Critical consciousness
5.1.2 A dialogical relationship
5.2 From a Banking Paradigm to a Problem-Posing Paradigm: Creating a Critical Writer Identity
5.2.1 Provoking student autonomy through dialogue
5.2.2 Developing critical literacy through empowerment of critical consciousness
Chapter 6 Conclusion
6.1 Revisiting the Research Question
6.2 Confronting Barriers to the Implementation of Critical Pedagogy to EFL College Writing in China
Postlude
References
List of Tables